Getting To Know

Context and Purpose

This 40-minute session is designed for Year 1 students in New Zealand to support them in getting to know their teacher and each other through drama-based activities that incorporate speech and movement. The lesson aligns with the New Zealand Curriculum Refresh, particularly focusing on oral language, interpersonal communication, non-verbal communication, and drama concepts suitable for young learners.

Personalised Learning and Building (PLB) is emphasised as the pedagogical underpinning for fostering a welcoming, inclusive environment where students feel safe to express themselves through movement and voice, thus supporting identity development and confidence in communication.

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Learning Objectives

By the end of this lesson, students will be able to:

• Use verbal and non-verbal communication to introduce themselves and share information about their interests and family.
• Participate in movement and speaking activities to engage actively and listen attentively to others.
• Demonstrate understanding of taking turns in speaking and responding within a group setting.
• Use expressive body language and voice (tone, volume, pace) to communicate meaning clearly.
• Show awareness of classmates and teacher as a community through collaborative play and role-taking.

Aligned Curriculum Dimensions:

• English Learning Area: Oral language focus — communication, listening, and presenting to others (Years 0–2)
• The Arts Learning Area: Drama — exploring and communicating ideas through role play and movement (Years 1-2)
• Key Competencies: Relating to others, Participating and Contributing
• Principles: Inclusion and Community Engagement

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Lesson Plan Structure (40 minutes, 20 students)

Time	Activity	Resources	Focus & Notes
0–5 mins	Welcome & Warm-up Circle Gather students sitting in a circle. Introduce yourself with a simple name and favourite movement. Invite students to do the same.	None	Builds community, initiates speaking and listening in a safe context. Use clear, slow speech and encourage positive body language. (Non-verbal communication intro)
5–10 mins	Name and Movement Game Each student says their name with a movement that represents something about them (e.g., a sport or hobby). Class repeats name and copies movement.	Open space	Combines speech and movement, supports memory and listening skills. Encourages expression and body language use. Teachers model expressive volume and pace
10–20 mins	Role Play Circle – ‘Who Am I?’ Teacher models a character introduction with simple sentences (e.g., "I am [name]. I like [something]."). Children take turns in role to introduce themselves and say one thing they like using voice and gesture.	Props (hats, scarves, or simple costume pieces)	Develops taking on a role, enhances oral language, and physical expression 【4:1†Te Mataiaho English Single Page.pdf】 "I am ___," "I like ___," to support learners.
20–30 mins	Movement Group Activity – ‘Follow My Lead’ Teacher leads a short sequence of movements with accompanying verbal instructions (e.g., "Turn around", "Clap your hands softly"). Students follow and then take turns leading. Emphasise volume, tone variation.	Open space	Reinforces listening skills, verbal instructions, and non-verbal cues. Encourages taking turns, expressive communication and movement coordination
30–35 mins	Partner Share – ‘Tell Me About You’ Students pair up to share their name and one favourite thing using voice and gesture. Then a few pairs share with the class.	None	Builds interpersonal communication and social skills; practicing clear voice and body language in a small group before whole class 【4:0†Te Mataiaho English Single Page.pdf】itual: Sharing Circle** Use a simple talking object passed around to allow each student a brief moment to say one thing they enjoyed or learned today

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Assessment and Reflection

• Formative Assessment:

  • Teacher notes participation in verbal introductions and use of body language.
  • Observe turn-taking and ability to stay engaged during movement and speaking activities.
  • Provide positive, specific feedback on volume, tone, and expressive movement.

• Self and Peer Reflection:

  • At lesson end, students reflect briefly on what they liked or found fun, encouraging expression.

• Teacher Reflection:

  • Evaluate how well the activities promoted student comfort with speaking and movement.
  • Adapt future lessons to individual learner needs and cultural responsiveness.

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PLB in Context

Using drama and movement to get to know each other supports the Personalised Learning and Building approach by:

• Creating a safe, inclusive environment for first interactions.
• Encouraging active engagement through multimodal communication (speech + movement).
• Building identity and belonging by allowing students to express themselves uniquely but collaboratively.
• Modelling and reinforcing key communication competencies early in the school year .

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Teacher Tips

• Use clear, expressive speech with varied tone and volume to model communication.
• Incorporate culturally responsive greetings and encourage sharing of diverse interests.
• Be mindful of neurodiversity: offer alternative movement choices and verbal participation options.
• Maintain an energetic, supportive atmosphere to encourage risk-taking in speech and movement.

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This lesson plan draws strongly on the New Zealand Curriculum Refresh across English oral language goals, The Arts drama learning objectives, and integrates the key competencies and principles to promote confident, expressive young learners at the start of their schooling journey. It ensures speech and movement are central, and the PLB principle fosters a community where students are heard and seen from day one.

If you need any further elaboration or printable materials for this plan, just let me know!